Academic literature on the topic 'High schools – Curricula – Singapore'
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Journal articles on the topic "High schools – Curricula – Singapore"
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Majid, Shaheen, Schubert Foo, and Yun Ke Chang. "Appraising information literacy skills of students in Singapore." Aslib Journal of Information Management 72, no. 3 (May 18, 2020): 379–94. http://dx.doi.org/10.1108/ajim-01-2020-0006.
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PurposeTo investigate information literacy (IL) skills of secondary students in Singapore after integration of these skills into school curriculum. The study also explored cyber wellness skills of the students.Design/methodology/approachA survey questionnaire was used to collect data from 14 secondary schools, located in different geographical zones of the country. A total of 3,306 secondary students participated in this survey. A scoring scheme was devised to assess IL skills of the students.FindingsThe students achieved an overall mean score of 52.6%, which is considered as a “middle” level of IL competency. The students obtained high mean scores for two IL skills: “defining information task and analysing information gaps” (60.5%) and cyber wellness (60.1%). Lowest scores were achieved for two IL skills: “selecting information sources” (47.4%) and “appraising the information process and product” (48.0%).Research limitations/implicationsThis study has not investigated IL knowledge of teachers, responsible for teaching IL components. Similarly, content analysis of school textbooks, integrating IL skills, could be useful.Practical implicationsIt appeared that integration of IL skills into school curriculum showed limited success in imparting these skills. This paper suggests measures for improving the integration of IL skills into school curriculum. Findings of this survey will be useful to curriculum planners, education administrators, instructors teaching IL skills and school librarians.Originality/valueThis study was unique as, in addition to standard IL skills, it also investigated cyber wellness skills. It was desirable as now social media have become a popular source for information seeking and sharing.
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Chu Cam, Tho, Dat Nguyen Tien, and Tuan Vu Anh. "A ROLE OF CONSUMER AND FINANCIAL LITERACY CONTEXT IN NUMERACY EDUCATION FOR JUNIOR HIGH SCHOOL STUDENTS." Journal of Science Educational Science 65, no. 12 (December 2020): 176–89. http://dx.doi.org/10.18173/2354-1075.2020-0122.
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Mathematical competency can be referred to one of the most essential competencies in the context of the exponential development of the knowledge-based economy and globalization, especially when people make financial decisions based on their mathematical literacy. Numeracy is considered one of the critical skills of the people. To develop and evaluate numeracy, the national curricula of many countries across the world, such as Australia, Germany, Singapore, or Programme for International Student Assessment - PISA have selected Consumer and financial context as teaching and assessing content. In Vietnam, in the general education curriculum mandated by the Ministry of Education and Training in December 2018, numeracy, which originated and developed substantially in Mathematics, is one of the seven general capabilities. In this paper, we present a literature review of numeracy and several pedagogical recommendations to develop junior high school students' numeracy through the context of consumer and financial literacy.
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BAUTISTA, Alfredo, Joanne WONG, and Saravanan GOPINATHAN. "Teacher Professional Development in Singapore: Depicting the Landscape." Psychology, Society, & Education 7, no. 3 (April 30, 2015): 311. http://dx.doi.org/10.25115/psye.v7i3.523.
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ABTRACT: This article depicts the landscape of teacher professional development (PD) in Singapore, one of the world’s top-performing countries in education. We provide an overview of the resources available to the approximately 30,000 teachers within the 350 primary and secondary schools run by the Ministry of Education (MOE). We focus on the three main PD providers: the National Institute of Education, the Academy of Singapore Teachers and six Centers of Excellence, and schools themselves. Guided by the “Teacher Growth Model,” these providers aim at making PD coherent with teachers’ interests, the needs of schools, and the national curriculum. Teachers in Singapore are given the exceptionally high allotment of 100 voluntary hours of PD per year. There are multiple types of activities teachers can engage in, ranging from formal/structured courses and programs to more informal/reform-based initiatives (action research, lesson study). Teachers with different levels of expertise and career paths have access to different PD opportunities. Most PD is subject-specific and provides teachers with opportunities for networked learning, collegial sharing, and collaboration. In fact, all MOE schools have been recently mandated to become Professional Learning Communities (PLC). We conclude that this comprehensive set of PD resources, considered as a whole, presents the features of “high-quality” PD described in the international literature. However, we suggest that more research is needed to examine the extent to which such an ambitious PD model is enhancing teachers’ knowledge and pedagogies, and ultimately students’ learning.
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Ye.P., Isakova. "LANGUAGE POLICY IN THE PRESCHOOL SECTOR OF THE EDUCATIONAL SYSTEM OF SINGAPORE." Collection of Research Papers Pedagogical sciences, no. 93 (February 23, 2021): 22–31. http://dx.doi.org/10.32999/ksu2413-1865/2020-93-3.
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Studying language education in the preschool sector of a country, which is multinational and has a high quality education system, is useful in terms of implementing effective and proven means of updating and optimizing of domestic preschool education. The purpose of the article is to study and analyze Singapore’s language policy and ways of its implementation in the country’s preschool education sector. Methods. The work is based on the methodological principles of scientificity, objectivity and integrity. The research is based on such methods of scientific researches as the analysis of scientific literature and normative documents, synthesis, comparison, generalization and systematization of the received data.Research results. The main directions of the state activity on providing bilingual education in the preschool sector of Singapore, as well as unification and regulation of the functioning of Singapore’s preschool educational institutions in the field of language education are studied. It was found that the conceptual framework “Nurturing early learners”, proposed by the Ministry of Education of Singapore, allowed creating a single conceptual and methodological basis for the development of curricula in each individual preschool institution. Another focus of the Singaporean government has been turned to reducing the impact of English and Chinese dominance in the country’s preschool sector and to increasing the number of Malay and Tamil language programs in preschools for ensuring equal access to language education for all Singaporean ethnic groups by opening new kindergartens with an offer to study English and three native languages (optional).Conclusions. It was determined that the country’s bilingual policy was implemented with the pragmatic goal of uniting a multinational society and achieving economic growth, on the one hand, and preserving the national heritage, culture and traditions of the ethnic groups living in Singapore, on the other. Despite the private nature of Singapore’s pre-school education sector, the government is actively involved in regulating it, including language education, ensuring the principle of meritocracy by meeting the needs of all ethnic groups in language education at the pre-school level.Key words: language policy, language education, bilingualism, preschool education, English, native lan-guage, educational process. Дослідження особливостей мовної освіти в дошкільному секторі країни, яка є мультинаціональ-ною за складом населення і має високоякісну освітню систему, є корисним з точки зору запроваджен-ня ефективних та апробованих засобів оновлення та оптимізації вітчизняної дошкільної освіти. Мета статті полягає у вивченні та аналізі мовної політики Сінгапуру й засобів її реалізації в дошкільному секторі освіти країни. Методи. Робота ґрунтується на методологічних принципах науковості, об’єктив-ності та цілісності. В процесі дослідження застосовувалися такі методи наукових досліджень, як ана-ліз наукової літератури і нормативних документів, синтез, порівняння, узагальнення й систематизація отриманих даних.Результати дослідження. Простежено основні напрями діяльності держави із забезпечення білінгвальної освіти в дошкільному секторі Сінгапуру, а також уніфікації та регулювання діяльності закладів дошкільної освіти Сінгапуру у сфері мовної освіти. Встановлено, що запропонована Мініс-терством освіти Сінгапуру концептуальна рамка «Виховання дітей раннього віку» дала змогу створити єдину концептуальну й методологічну базу для розроблення навчальних програм в окремих закладах дошкільної освіти. Іншим напрямом діяльності уряду Сінгапуру стало зменшення наслідків домінуван-ня англійської та китайської мов у дошкільному секторі країни, збільшення кількості програм вивчен-ня малайської і тамільської мов у дошкільних закладах освіти задля забезпечення рівного доступу до мовної освіти для представників усіх етносів Сінгапуру за рахунок відкриття нових дитячих садочків із пропозицією вивчення англійської мови та трьох рідних мов на вибір.Висновки. Визначено, що білінгвальна політика країни запроваджена з прагматичною метою об’єд-нання багатонаціонального суспільства й досягнення економічного росту, з одного боку, та збережен-ня національної спадщини, культури й традицій етносів, які проживають у Сінгапурі, з іншого боку. Незважаючи на приватний характер дошкільного сектору освіти, уряд країни бере активну участь у його регулюванні та спрямовує свої зусилля на забезпечення потреб усіх етнічних груп населення в мовній освіті.Ключові слова: мовна політика, мовна освіта, білінгвізм, дошкільна освіта, англійська мова, рідна мова, навчальний процес.
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Sa'adah, Miftahus. "Studi komparatif reformasi pendidikan di Singapura dan Indonesia." Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi 7, no. 1 (February 12, 2020): 70–79. http://dx.doi.org/10.21831/jppfa.v7i1.25273.
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Perubahan zaman menuju era globalisasi menuntut dunia pendidikan untuk berkiprah secara aktif mempersiapkan generasi muda dalam menyongsong tantangan zaman. Kerangka pendidikan yang selama ini diterapkan juga harus beradaptasi dengan tuntutan zaman. Dalam menghadapi tantangan ini, sejumlah Negara telah menginisiasi diberlakukannya reformasi pendidikan. Artikel ini membahas tentang program-program refomasi pendidikan di dua Negara dengan latar belakang dan kondisi serta ideologi yang berbeda yaitu Singapura dan Indonesia. Diantara program refomasi pendidikan di Singapura adalah Teach less, Learn More; Thinking School, Learning Nation, dan School Excellent Model. Sedangkan kebijakan refeormasi pendidikan di Indonesia diantaranya diselenggarakan dengan desentralisasi pendidikan dalam kerangka manajemen berbasis sekolah, Kurikulum Tingkat Satuan Pendidikan dan Kurikulum 2013, serta program sertifikasi guru. Dari hasil pembahasan, dapat diketahui bahwa Singapura telah berhasil menyelenggarakan reformasi pendidikan. Hal ini dapat dilihat dari kualitas pendidikan Singapura yang masuk dalam ranking teratas Negara-negara dengan pencapaian standar pendidikan internasional. Sementara itu, Indonesia nampak masih harus berjuang untuk mencapai tujuan reformasi pendidikan. Hasil implementasi pendidikan yang berbeda di kedua Negara ini tentu dikarenakan perbedaan latar belakang, serta kondisi sosial, ekonomi, politik budaya dan geografis kedua Negara tersebut. Dengan demikian, dapat disimpulkan bahwa banyak factor yang mempengaruhi keberhasilan penyelengaraan reformasi pendidikan di sebuah Negara. AbstractGlobalization requires education to actively take part in preparing the young generation to face the challenges. The educational framework which has been implemented should also adapt to the existing new challenges. To deal with this, a number of countries have initiated the implementation of educational reform. This article discusses educational reformation programs conducted in two countries which have a different background as well as different ideology, social, economic, political, and geographical circumstances i.e., Singapore and Indonesia. Some of the main educational reform agendas in Singapore are Teach less, Learn More; Thinking School, Learning Nation, and School Excellent Model. Meanwhile, educational reform programs in Indonesia are conducted through educational decentralization within the framework of school-based management, School-level Curriculum, and the 2013 curriculum and teacher certification. It can be understood that Singapore has succeeded in conducting educational reform. This can be seen from the quality of Singapore's education which has been ranked high in achieving the benchmark of international education standard. Meanwhile, Indonesia still needs to struggle to achieve the desired outcomes of educational reform agendas. The differing result of educational reform revealed in these two countries resulted from different backgrounds of the countries. Thus, it can be concluded that there are a number of factors influencing the success of educational reform agendas in a country.
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Cain, Melissa Anne. "Singapore International Schools: Best practice in culturally diverse music education." British Journal of Music Education 27, no. 2 (June 2, 2010): 111–25. http://dx.doi.org/10.1017/s0265051710000033.
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This paper explores the preliminary outcomes of research into the place and role of cultural diversity in primary music classes at five International Schools in Singapore. It highlights the ways in which school philosophy, policy, curriculum and in-service training influence teacher practice. The research provides insights into the challenges teachers face when diversifying their music programmes in addition to the areas of support that allow a programme based on cultural diversity to flourish and remain successful. The results of interviews with music specialists at these schools suggest that music programmes at International Schools in Singapore provide examples of best practice in culturally diverse music education. The success of these programmes is due to several identifiable factors such as strong philosophical and curricula foundations, quality in-service training and the regular involvement of culture bearers and visiting artists.
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Hameed, Suraiya. "Global citizenship education practices in Singapore and Australia: the fusion of the global eye with the national eye." International Journal of Comparative Education and Development 22, no. 3 (May 12, 2020): 169–84. http://dx.doi.org/10.1108/ijced-10-2019-0052.
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PurposeThis paper reports a qualitative research study of comparative analysis of global citizenship education (GCE) in two primary schools, one international school in Singapore (Stamford International) and an independent school in Australia (Coastal College). The research focussed on how these two schools implemented GCE through the adoption of international education models, utilising the International Primary Curriculum (IPC) or the International Baccalaureate Programme (IB), creating hybrid curricula. Central to this research is the examination of educational practices, which address global citizenship education in each of the two schools.Design/methodology/approachQualitative data from interview transcripts, document analysis, website analysis as well as field notes were analysed both inductively and deductively, teasing out the key themes from interviews, various documents such as policy papers, curriculum materials, syllabuses, the websites and other forms of documents that shed more light on the issues presented. The analysis of each case study began with a brief overview of the global citizenship education policies in the two schools and of their international curricula models, followed by a separate interpretation and juxtaposition of interview data (Phillips and Schweisfurth, 2014).FindingsThe key focus is examining the interplay between the global and national, which both schools have acknowledged in their design of the curricula. It is integral to note that globalization differs within different communities around the world with a unique and multifaceted interplay of global and national factors termed as a “global-local nexus”. A key overarching finding relates to the tensions between educational domains and neo-liberal market rationales, which had affected the schools' decisions in curricula and GCE enactment within both schools. Despite their commitment to GCE ideals, schools were mindful about being distinctive and remaining competitive within their educational markets.Research limitations/implicationsIn the study, the ideas of hybridity and “mixture and fusion” of curricula elements to generate new practices in local contexts against global influences have been explored. These ideas form the key features of the curriculum design in both schools and of the contexts in which the schools were situated. Even though the selected case study schools were international and independent and were not expected to fully adhere to government guidelines from their respective country’s policies, they were staged against these policies, which in turn influenced the curriculum initiatives and pedagogical approaches of these schools. Thus studying the landscape in which these two schools are situated provided a better understanding of the various influences – geo-political, formal policy, school-specific factors – which contributed to the knowledge base of global citizenship education studies for multi-ethnic nations such as Singapore and Australia.Practical implicationsAs more national school systems embrace diversity, an international education approach has been adopted. This study affirms the idea proposed by Hayden, Thompson and Bunnell (2016), that the use of “international” is less relevant in categorising schools that seek to embrace GCE. It is more appropriate to use “cosmopolitan,” as proposed by Rizvi (2008), where the focus is more broadly on acquiring knowledge about cultural trajectories and social identities and reinforcing the idea of global connectivity as is evident in both case study schools. The focus is on understanding and acting on local issues within the “broader context of the global shifts that are reshaping the very nature of localities” (Rizvi, 2008, p. 21). One of the key things to note is that the global and international approaches are seldom enacted in their pure form. Schools that have adopted international education are usually unique and heterogeneous in nature, and what they have done is very much dependent on their histories, their geographical locations and the economic and political statuses. This is evident in both case study schools.Social implicationsThis study has added to the existing literature by providing a rich comparative investigation of global citizenship education in two countries, Australia and Singapore. The research provided the opportunity to study different models of internationally minded schools, with similar GCE ambitions. As the study explored two types of schools in two different countries, there is no claim of generalisability of findings to all the schools in these two countries. However, educators and researchers who are interested in this field could reflect on the themes that have emerged from this study and make an informed decision on the possible transferability to their own contexts.Originality/valueBesides its contribution to existing literature, the study has also shown that for effective integration of GCE in schools, either in a national or international education system, it is necessary for a comprehensive understanding of the GCE principles. The results drawn from the study indicate that the ambiguity of the concept of GCE can result in different interpretations by school leaders, teachers and students, thus affecting its enactment in schools. In order to better understand and apply GCE, an effective conceptual model would provide a critical understanding of the multi-faceted nature of global citizenship education. A critical GCE requires schools to reflect on the entire curriculum, ensuring a seamless integration of GCE into curricula and practices.
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Mori, Paolo, and Laura Ricci. "Computational science in high schools: defining curricula and environments." Future Generation Computer Systems 19, no. 8 (November 2003): 1349–61. http://dx.doi.org/10.1016/s0167-739x(03)00092-x.
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Bunglai, Djunaidi. "Sistem Pendidikan dan Pendidikan Sejarah di Singapura Sebagai Refleksi bagi Pengembangan Kurikulum di Indonesia." Jurnal Pendidikan Sejarah 4, no. 1 (August 18, 2017): 32. http://dx.doi.org/10.21009/jps.041.03.
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This paper examines the history of the education system and education in Singapore to reflect forcurriculum development in Indonesia. The results show, that the education system in Singaporeand Indonesia are relatively not much difference. The differences even in consistency and consequentof both countries in implementing it. The Ministry of Education of Singapore is very consistent andconsequently, the opposite occurs in Indonesia.The consistency of government and the consequences ofit has been a factor of excellence in the education system of Singapore. The next finding , development ofeducational curriculum in high school history in Singapore prepared with a very broad scope , holistic andphilosophical orientation, global competition based on perennialism, humanism , and reconstrucionism,so that they can participate to realize the advantages of education in Singapore.
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Lim, Tock Keng, and Liang See Tan. "A pull-out gifted programme in Singapore." Gifted Education International 12, no. 1 (January 1997): 43–46. http://dx.doi.org/10.1177/026142949701200110.
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A variety of programming models, both part- and full-time, have been designed to provide gifted children with appropriate instruction to fulfil their needs and potential. In January 1993, The Chinese High School, an independent school in Singapore, started on a pull-out gifted program where students are selected to attend a challenging, differentiated and enriched curriculum in Mathematics, Science and Computer Science. Interesting enrichment activities carried out in the programme included a Mentor Link programme and a creative computing camp. The strength of such a programming model is that while the gifted students are provided with opportunities for rapid progress and challenging activities within Mathematics, Science and Computer Science, they also have the opportunities to study and interact with their regular classmates and to be leaders in their regular classes. The pull-out gifted programme, as set up in Chinese High, was able to combine the advantages of both full- and part-time programmes. This paper presents the characteristics and activities of the pull-out programme.
Dissertations / Theses on the topic "High schools – Curricula – Singapore"
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Tan, Penny Peng Leng. "Music education in the knowledge-based economy of Singapore : designing a music curriculum framework for neighbourhood secondary schools." University of Western Australia. Graduate School of Educationd%695 Electronic theses, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0240.
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Education in Singapore is seen as a key instrument to equip the next generation with resources to meet the needs of a Knowledge-Based Economy in a globalize world. The goal of this study is to develop a Music Education Curriculum Framework consistent with a Knowledge-Based Economy (KMCF) for Singapore neighborhood secondary schools. It provides the general context of music education in Singapore and conducts research to reveal the perspectives of key cross-sector stakeholders in music education, namely: The Ministry of Education (MOE) music and curriculum planning and development officers, National Institute of Education music academics, principals, general classroom music teachers and over 600 students. The curriculum framework will focus on the desirable qualities of Knowledge-Based Economy (KBE), particularly creativity, innovation, risk-taking, entrepreneurship and lifelong learning which have been strongly emphasized by the Singaporean government. In the light of their vision of thinking Schools, Learning Nation, the Ministry of Education is repositioning and reorienting the education system by implementing numerous initiatives and policies. The intention is to foster flexibility and diversity in a broad-based and holistic education, but the main focus to date has been on information technology, problem-solving and core subjects rather than on the creative aspects of the arts. By surveying students, this research aims to find out to what extent students find their music lessons satisfactory and whether their perspectives is compatible with those of other stakeholders. Students generally do not take music seriously, and the public perception is that a music career is limited to performing and teaching. The model curriculum framework will indicate further related careers, and the personal growth that comes through a genuine engagement with music. The Ministry of Education controls the school curriculum, structure of education, examinations, teacher qualifications and conditions of service. In 2005 it initiated a Teach Less, Learn More initiative which promoted student engagement. However, despite the rhetoric of classroom-based, teacher-owned and school-driven learning, it did not consult teachers or students and therefore failed as a vital learning organization which involved all participants in deciding future directions. For Senge (1994, p.13), a learning organization is a place where people are continually discovering how they create their reality. The curriculum design is an example of an example of an open system which this thesis addresses the issue of providing a structured programme flexible enough to adapt to contextual needs while providing the standards and outcomes needed in a competitive knowledge-based economy. This thesis makes its original contribution to knowledge by applying an open system model from organisational theory to a conventional music curriculum.
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Bennevall, Marcus. "Creativity in Mathematics Curricula – An International Comparison between Singapore, Hong Kong, Sweden, and Norway." Thesis, Linköpings universitet, Matematiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-138693.
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Studies have shown that creative mathematically founded reasoning (CMR) outperforms algorithmic reasoning (AR) in regards to retention and (re)construction of knowledge. This suggests that creativity should be encouraged in national high-school mathematics curricula. The aim of the present study is to compare how creativity is framed in different national high-school mathematics curricula, using the following definition: creativity is the characteristics of people, processes, and environments which lead to new and original products that are useful or otherwise attractive to an individual or a society. Utilizing content and discourse analysis, the present study thus contrasts how the high-school mathematics curricula of Singapore, Hong Kong, Sweden, and Norway handle and value creativity, and also examines which role creativity takes in each curricula. Findings suggest that Singapore’s curriculum emphasizes creativity the most, and frequently does so in relation to assessment. Hong Kong’s curriculum is found to emphasize creativity in diverse ways, often using words with connotations to playfulness. Analysis of Sweden’s curriculum indicates a relatively minute focus on creativity, tending to put it in a teacher-centered context. A feature of Norway’s curriculum is an increasing emphasis on creativity as courses approach tertiary education. This also suggests a rising value of creativity in its curriculum. A similar though not as pronounced trajectory is found also in Singapore’s curriculum. In the Asian and Norwegian curricula, creativity is expressed both as a means and an end, while in Sweden’s curriculum it is only seen as an end. The results are discussed in terms of potential reasons for the prominent national features, and the study also includes an evaluation of the aptness of the suggested definition of creativity, a review of the limitations of the study, as well as propositions for further research. Finally, two recommendations are given to the National Agency for Education in Sweden – Skolverket – based on the results of the study: 1) diversify the emphasis on creativity in the curriculum, and 2) ensure alignment between what teachers value and what Skolverket values with respect to creativity.
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Kelwon, Isaiah K. (Isaiah Kiprop). "Curriculum implementation : a study in two secondary schools in Kenya." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61121.
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The purpose of this study was to investigate how the biological science curriculum was being implemented at the secondary school level in Kenya under the 8-4-4 system of education. In this study, the case method was used to investigate implementation in two secondary schools in Baringo district, Kenya. Data were collected using observation, interviews, questionnaires, and audio recordings.Implementation standards were found to be rather low because of a number of factors. The general laboratories in the two schools of the study were poorly equipped, and textbooks available to students were too few. Moreover, the textbooks were reported as being shallow and sketchy. In addition, the content of some topics was too difficult especially at the lower secondary (Forms I and II) level. The syllabus was also too wide for satisfactory coverage in the four-year duration of secondary education.
An additional problem found was that there were no inservice courses for the biology teachers. It was also found that the head teachers played a limited role as instructional supervisors because most of their time was spent on administrative duties.
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Tay, Michelle Karen. "Curriculum adaptation in the English curriculum by the Singapore International School in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961964.
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Jones, Thomas G. "Religion in Indiana's public high schools." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117121.
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Peterson, Sarah Budinger. "Factors relating to the acquisition of computer literacy and computer science skills in California high schools." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3071.
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Purpose. The purpose of this study was to identify factors that related to the acquisition of computer skills in California high schools. Procedures. The first part of the study was examination of data from a sample of 63 California schools: scores from computer skills tests, achievement tests, and other pertinent information. The second part was an in-depth study of four schools taken from the sample of 63 schools with high or low scores on computer skills tests. Case study methodology was used with the sample of the two high scoring and two low scoring schools to examine other factors that may have contributed to the differences in scores. Findings. Significant statistical relationships were found between the high scores on computer skills tests and parents' educational attainment. High percentages of recipients of Aid to Families with Dependent Children (AFDC) showed a negative correlation with the test scores. Significant statistical relationships were also found between scores on reading and math tests and computer skills tests. The case studies revealed differential access to computers based on ability, and a lack of integration of computer skills into the curriculum in the low scoring schools. The importance of teacher training, and the commitment of school and community to computer programs with high quality hardware and software were important factors in schools with high computer skills scores. Recommendations. (1) Districts desiring to implement successful comprehensive computer programs should secure involvement of, and commitment from all aspects of the school and the community. (2) Administrators of programs should utilize additional resources in computer classes for those who have low reading and math scores. (3) Districts need to be wary of the relationship between sources of funding for computer programs and their classroom utilization, as this study indicates that categorical funding tends to result in "narrow" categorical use. (4) A recommendation for further study is the extent to which there is a division among the school districts of the state into "have" and "have-not" districts with regards to access to computer literacy courses for all students. Such a division, if it exists, might be of interest to the legislature as a matter of State Policy.
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Huang, Ruen-Ting. "A program for teaching environmental issues in Taiwanese junior high schools." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2668.
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This project is designed for junior high school teachers who wish to initiate environmental issues-based education in Taiwan. It addresses the current education at junior high schools and important environmental issues in Taiwan, presenting instructional strategies for teaching controversial environmental issues. The appendix of the project is an original design for a systematic environmental issues curriculum, including student-centered and teacher-centered activities that could be integrated into curricula on related subjects. Lessons include the environmental awareness, ethics, skills for analyzing issues, research skills, debate practice, negotiation practice, and projects.
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Young, Flora Ann Mae. "School assemblies: The purposes, practices, and values as perceived by principals in California public high schools." Scholarly Commons, 1992. https://scholarlycommons.pacific.edu/uop_etds/2933.
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Purpose. The purpose of this study was to determine the current practices and perceptions of public high school principals in California with regard to school assemblies. It also investigated the relationship between each school's frequency of assemblies and the variables: school enrollment, dropout rate, minority enrollment, and school performance. Procedure. Principals of all public comprehensive high schools in California with a student enrollment of 1,100 or greater were surveyed by mail. Data collected were statistically analyzed to yield frequency, rank, means, and standard deviation. The variables were analyzed by a Pearson Product Moment Correlation. Findings. Analysis of the data indicates that students in California public high schools, as reported by 88.3% of the respondents, are interested or enthusiastic about school assemblies. According to the respondents, an average of four assemblies per year and one pep/sports rally per month were held. Principals indicated that building school unity/enhancing student and faculty relationships was ranked first among the purposes of the assembly program, and the greatest benefits of school assemblies were to provide student recognition, build relationships, increase multicultural appreciation, and develop good audience behavior. The lack of money, time, and assembly facilities was reported to be the greatest obstacles in presenting assemblies. Principals confirmed that there has been a trend towards fewer assemblies. Conclusions and recommendations. School assemblies are a valuable administrative tool for promoting school unity, recognizing students, and extending classroom learning. The obstacles of time, assembly funding, and inadequate assembly facilities can be overcome with skillful planning and by the utilization of resources within the school and community. School assembly development should be an integral part of teacher and administrator training at the universities and in the school districts. Recommendations for future research include: development of a school assembly model for implementation, organization, presentation, and evaluation of a yearlong school assembly program; a comparison study between schools that have well-designed assembly programs and schools that do not; the replication of this study for elementary and middle schools; a similar survey of students' and teachers' perceptions of school assemblies.
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Colby, Glenn T. "Students' Epistemological Beliefs of Mathematics When Taught Using Traditional Versus Reform Curricula in Rural Maine High Schools." Fogler Library, University of Maine, 2007. http://www.library.umaine.edu/theses/pdf/ColbyGT2007.pdf.
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Pambault, Enombo Jenny Georgette. "A needs analysis for entrepreneurship education in selected high schools in Libreville, Gabon." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/2347.
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Thesis (MTech (Business Administration in Entrepreneurship))--Cape Peninsula University of Technology, 2015.This study aimed to identify the need for entrepreneurship education in developing countries, more specifically in Libreville, Gabon. This research followed a mixed method. Quantitative data were collected by means of closed-ended questionnaires. Qualitative data were collected using individual face-to-face interviews. A sample of 150 pupils/students, six teachers and three principals from three selected institutions in Libreville was selected. Furthermore, a member of the Ministry of Education of Gabon was interviewed. The findings indicate that though there is an understanding of entrepreneurship education in Libreville, teaching of the actual subject entrepreneurship is required. The majority of participants agreed that entrepreneurship education should be included in the school curriculum, and that there was need for teachers training. The lack of entrepreneurship education in schools in Libreville, Gabon, is mainly because an entrepreneurial mindset does not seem to exist. This research is important in the sense that it creates an awareness of entrepreneurship education and business creation in Libreville, which should serve as a major boost to the economy of Gabon.
Books on the topic "High schools – Curricula – Singapore"
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Learning, Alberta Alberta. Program of studies: Senior high schools. [Edmonton, Alta.]: Alberta Education, Curriculum Branch, 2002.
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Learning, Alberta Alberta. Program of studies: Senior high schools. [Edmonton, Alta.]: Alberta Learning, 1999.
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Education, Alberta Alberta. Program of studies : senior high schools. [Edmonton, Alta.]: Alberta Education, 1990.
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Carey, Nancy. Curricular differentiation in public high schools. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Educational Statistics, 1994.
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Carey, Nancy Lane. Curricular differentiation in public high schools. Washington: U.S. Dept. of Education, Office of Educational Research and Improvement, 1994.
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Carrollton-Farmers Branch Independent School District (Tex.). Junior high school curriculum. Carrollton, TX: The Dist., 1988.
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Kōtō gakkō gakushū shidō yōryō kaisetsu: Sōgōteki na gakushū no jikan hen. Tōkyō: Kaibundō Shuppan, 2009.
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CV, Mini Jaya Abadi. Silabus mata pelajaran pendidikan sekolah menengah atas SMA/MA kurikulum 2013. Jakarta: CV. Mini Jaya Abadi, 2013.
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Branch, Alberta Curriculum. Program of studies: Junior high schools. [Edmonton, Alta.]: Alberta Education, Curriculum Branch, 2001.
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Maurer, Richard E. Designing interdisciplinary curriculum in middle, junior high, and high schools. Boston: Allyn and Bacon, 1994.
Find full textBook chapters on the topic "High schools – Curricula – Singapore"
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Callahan, Carolyn M., and Amy Price Azano. "Overcoming Structural Challenges Related to Identification and Curricula for Gifted Students in High-Poverty Rural Schools." In Conceptions of Giftedness and Talent, 51–64. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56869-6_4.
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Haughey, Margaret, and William Muirhead. "Managing Virtual Schools." In Development and Management of Virtual Schools, 50–68. IGI Global, 2004. http://dx.doi.org/10.4018/978-1-59140-154-4.ch003.
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Although Canada has offered alternative forms of schooling through distance education for over a century, the advent of online schooling options has helped overcome two of the major obstacles: lack of sufficient current resources and lack of regular interaction. Today across Canada, online schooling options tend to be focused at the high school sector. However, in Alberta there are more than 19 schools, most of which offer elementary and secondary courses. The schools mainly serve their local population, and the issues administrators face include marketing and obtaining infrastructure support and facilities, as well as ensuring quality of curricula and student-teacher interaction, meeting parental concerns, and provision of professional development.
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Jonas, Sarah. "After-School and Summer Enrichment Programs." In Community Schools in Action. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195169591.003.0015.
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Research has demonstrated that nonschool hours provide a powerful opportunity for community-based organizations to help children and schools reach their academic goals. For example, Reginald Clark says, “Youngsters who engage in constructive learning activities outside of school are more likely to excel in school and in life than those who do not. By participating in a well-rounded array of activities, they are able to practice and thoroughly learn skills required for academic success.” Based on this knowledge, The Children’s Aid Society (CAS) aims to integrate after-school and summer enrichment programs with classroom instruction through a model that both supports the school’s academic mission and promotes healthy youth development. The vast majority of students in CAS’s 10 community schools, which are located in New York City, struggle with basic skills; in addition, more than half are Spanish speakers grappling with English as a second language. Their parents, teachers, and principals look to after-school and summer programs to help address their needs. The challenge for CAS is to answer this call in a way that is fun and engaging for children and achievable for program staff. A crucial feature of high-quality after-school programs is balanced programming. In keeping with this concept, CAS after-school programs offer children an array of purely recreational activities (such as sports, dance, and visual and dramatic arts) along with academically enriching curricula that meet children’s developmental needs and align with school standards. However, having strong curricula is only the first step. Critical to program quality has been the creation of a support system that incorporates key members of the school community and ensures that curricula are presented clearly so as to be accessible to a range of staff. Simply being located in a community school does not guarantee that an after-school program will align with the school’s academic goals for children. Rather, we have achieved this by partnering with the principal and lead teachers for program planning, by choosing curricula that support the school’s academic goals for children, and by hiring a lead teacher or staff developer from the school to serve as the after-school education coordinator.
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Lynch-Davis, Kathleen, Tracie M. Salinas, Deborah Crocker, and Katherine J. Mawhinney. "The Necessity of Shared Vision to Achieve Coherence." In Professional Development Schools and Transformative Partnerships, 270–80. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6367-1.ch019.
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The adoption of Common Core State Standards for Mathematics (CCSSM) has implications for state-level curriculum, policy, and assessment. For most states, including North Carolina, the CCSSM represents a departure from recent state curricula and requires more than a simple “retooling” of content organization. To respond to such change, district and school-level leaders must share a common vision of high-quality mathematics teaching based on common understandings. Just as importantly, classroom teachers must share this vision. In this chapter, the authors describe the Appalachian Mathematics Partnership (AMP), the factors that have significant impact on partners, an activity, and how the understanding gained from this activity impacted future professional development with the goal of working towards a shared vision and coherence.
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Chatterjea, Kalyani. "Asynchronous Learning Using a Hybrid Learning Package." In End-User Computing, 594–610. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-945-8.ch046.
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This article analyses the rationale for the development of a Web-based teacher-upgrading programme and discusses the main issues of in-service professional upgrading of working adults using the WWW. In-service upgrading has been an accepted avenue for retraining practising teachers in Singapore to keep abreast of changing curriculum requirements as well as infusion of information technology in teaching and learning. To cope with the teachers’ busy work schedule and many school commitments upgrading courses were offered to the teachers primarily asynchronously, using the Internet platform with some integrated synchronous sessions. Issues of adult learning in a learner-controlled adaptive learning environment, and life-long learning were addressed through an IT-infused asynchronous mode, providing the much-needed freedom in time management for the course participants. The development also includes delivery of high definition graphics through a customized hybrid system of CD-ROM and Web that addresses image-downloading bottleneck and thereby overcomes a basic problem of distance learning in geo-spatial education. Finally reflections on the attending adult learners’ responses to such an upgrading programme are discussed.
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Chatterjea, Kalyani. "A Blended Approach Learning Strategy for Teacher Development." In Advances in End User Computing, 301–21. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-474-3.ch015.
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In-service upgrading has been an accepted avenue for retraining practicing teachers in Singapore to keep abreast of changing curriculum requirements as well as infusion of information technology (IT) in teaching and learning. To cope with the teachers’ busy work schedules and many school commitments, upgrading courses were offered to the teachers primarily asynchronously, using the Internet platform with some integrated synchronous sessions. This chapter analyzes the rationale for the development of such a Web-based teacher-upgrading program and discusses the main issues of professional upgrading addressed in the development. Issues of adult learning in a learner-controlled adaptive learning environment and lifelong learning were addressed through an IT-infused asynchronous mode, providing the much-needed freedom in time management for the course participants. The development also includes delivery of high definition graphics through a customized hybrid system of CD-ROM and Web that addresses image-downloading bottleneck and thereby overcomes a basic problem of distance learning in geospatial education. Finally, reflections on the attending adult learners’ responses to such an upgrading program are discussed.
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Wong, Yi Lin, and Kin Wai Michael Siu. "The Curriculum Development and Project-Based Assessment of Design Education in Singapore and Hong Kong Secondary Schools." In Handbook of Research on Program Development and Assessment Methodologies in K-20 Education, 220–43. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3132-6.ch011.
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Project work is an essential feature in design education and curriculum and the major assessment that students need to work on. Project-based assessment is one of the promising approaches for assessing students' performance in design education. It is also the appropriate pedagogical approach for teaching design. In project-based assessment, students need to finish several tasks, such as identify a problem, research on relevant materials, suggest possible solutions to the problems, realize the chosen solution, make the artifacts and evaluate it in a project. It is natural and indubitable in the design classes – teachers and students would probably accept it without any questions. However, in the recent years, project work in design education at secondary school levels has been developed in some new directions that it is significantly differentiated from the traditional project work in the past. It is then interesting to review the historical development of secondary school design education and understand the practice of project-based assessment. The design curricula of Singapore and Hong Kong are chosen for case study and comparison in this chapter. Through examining the similar background of curriculum development of Singapore and Hong Kong, the comparison and the discussions of the chapter also highlight some issues and the future development of curriculum and assessment in K-20 education of both places. The aims of the chapter are to (1) review the history of curriculum development in Singapore and Hong Kong secondary school design education; (2) review the project-based assessment in the design curricular in both places; and (3) discuss the general and specific issues of curriculum development and project-based assessment based on the reviews.
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Issa, Theodora, and David Pick. "Teaching Business Ethics Post GFC." In Business Education and Ethics, 644–61. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3153-1.ch034.
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Following the recent downfall of several high ranking executives, not only in the business world, but also in governments, attention is directed to the teaching of ethics in business schools. More specifically, attention is drawn to these schools' purposes, values, methods, research, partnerships and dialogues in terms of their responsibilities regarding management education. In the current academic environment, business ethics are recognized as an important element in curriculum, but these topics have not yet become fully and successfully embedded in the mainstream business education. Consequently, business schools worldwide are adapting their curricula, research, teaching methodologies and institutional strategies to become better aligned with new challenges and opportunities. However, there is a need for research that will provide theoretical underpinnings for such changes to curricula in terms of pedagogy and content. This chapter examines a method of teaching business ethics. The results of this research were conducted on undergraduate students in their final year study.
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Issa, Theodora, and David Pick. "Teaching Business Ethics Post GFC." In Comparative Perspectives on Global Corporate Social Responsibility, 290–307. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0720-8.ch015.
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Following the recent downfall of several high ranking executives, not only in the business world, but also in governments, attention is directed to the teaching of ethics in business schools. More specifically, attention is drawn to these schools' purposes, values, methods, research, partnerships and dialogues in terms of their responsibilities regarding management education. In the current academic environment, business ethics are recognized as an important element in curriculum, but these topics have not yet become fully and successfully embedded in the mainstream business education. Consequently, business schools worldwide are adapting their curricula, research, teaching methodologies and institutional strategies to become better aligned with new challenges and opportunities. However, there is a need for research that will provide theoretical underpinnings for such changes to curricula in terms of pedagogy and content. This chapter examines a method of teaching business ethics. The results of this research were conducted on undergraduate students in their final year study.
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Ercikan, Kadriye, and Avi Allalouf. "Assessment Design for Accuracy of Scores, Meaningfulness of Interpretations, and Fairness of Decision-Making in High-Stakes Educational Testing." In The ITC International Handbook of Testing and Assessment, 449–60. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780199356942.003.0031.
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Testing is used in decision-making in a variety of contexts worldwide. These include selection and screening of individuals for education programs (including higher education admissions), certification and licensing of professionals, and policymaking in schools and higher education. The consequences of testing-for example, being denied admission to education programs or authorization to practice specific professions-affect individuals, organizations, and jurisdictions. In every testing context, questions arise about the degree to which a test provides accurate and meaningful information for fair decision-making. Also, the use of assessment has been the target of specific criticism, including claims that the high-stakes nature of tests leads to “teaching to the test,” thereby reducing schools’ and districts’ control over K-12 education curricula, and that higher education admission tests lack a focus on subject matter knowledge. This chapter discusses the main areas of criticism and recommends several assessment design requirements that address them.
Conference papers on the topic "High schools – Curricula – Singapore"
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Shankar, Sunita, Muthu Kumar, Uma Natarajan, and John G. Hedberg. "A Profile of Digital Information Literacy Competencies of High School Students." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2878.
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Information literacy is the ability to access, evaluate, and apply information from a variety of sources in appropriate contexts to construct knowledge. In the current digital age, information literacy has inevitably been influenced extensively by developments in technology with the emergence of digital information literacy. The Internet has become a prominent source of digital information and students need to be competent and critical users of the information hosted by the Internet. This paper describes the baseline findings of the digital curricular literacy research project undertaken by the Centre for Research in Pedagogy and Practice in Singapore. Seven Secondary schools in Singapore participated in this preliminary study. Student participants were grouped together in pairs to be collaboratively engaged in Internet information seeking tasks. The student pairs were assigned History-based and Science-based tasks and their online movements were captured using a screen capture software, Snapzpro. The findings of this study have been analyzed and will be presented in this paper based upon Ellis’ information seeking behaviors model. Patterns and characteristics of students’ information seeking processes were investigated according to the different stages of Ellis’ model. Our findings revealed that the majority of Singapore students primarily focused on the following phases of Ellis’ model: starting, browsing, chaining, differentiating and extracting. We have observed two levels of starting, differentiating and extracting which we would like to term as primary and secondary in this study. No significant trends were observed in relation to the monitoring component in his model.
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Abu-El-Haija, Lena, and Fay Cobb Payton. "Computer Science Enrollment in Magnet High Schools: Issues of Curricula Clusters, Equity, and Pathways." In 2019 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2019. http://dx.doi.org/10.1109/respect46404.2019.8985754.
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Bochicchio, M. A., and A. Longo. "The importance of being curricular: An experience in integrating online laboratories in national curricula for high schools." In 2014 11th International Conference on Remote Engineering and Virtual Instrumentation (REV). IEEE, 2014. http://dx.doi.org/10.1109/rev.2014.6784176.
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Jaenudin, Riswan, Umi Chotimah, Farida, and Pongsatorn Khamjainuk. "The Performance of Social Studies Teachers in Junior High Schools in Palembang-Indonesia and Lampang-Thailand Implement Their Social Studies Curricula." In 1st International Conference on Character Education (ICCE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210204.033.
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Sönmez, Murat. "Shall We Continue Keeping High School Courses in Mechanical Engineering Curriculum?" In ASME 2014 12th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/esda2014-20103.
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Since the entrance of the graduates of technical high schools to engineering programs is hindered, in application, the graduates of general or science high schools only are accepted to engineering education. For these students, four years are not sufficient to teach the basic and the related application courses of the profession. Looking at the existing curriculum of mechanical engineering, it can be seen that in the 1st Year, the physics and chemistry courses repeat the content of the ones given in high school education. The current approach considers the students as they come to university with inadequate and incomplete knowledge and therefore not ready to follow the engineering science courses. This approach underestimates and denies the high school education contrary to the main objective of its curriculum. The main objective of high schools (secondary schools) is expressed in the Laws and Regulations with such a statement: “General high schools do not prepare students for a specific profession but rather for higher education”. Today, the existing curriculum of Mechanical Engineering is to be renewed by some new science and application courses to satisfy the demands of labor market. However, the total course credit limit prevents such a renewal. In the face of this dilemma, the answer to this question becomes important: Should the university really repeat high school physics and chemistry? In science high schools and in science branch of general high schools the science and mathematics courses have the major importance. The students are well educated on physics, chemistry, biology and mathematics. They are provided with the necessary science and mathematics background that is required in engineering education. Although only the well-educated graduates of science and general high schools are admitted to engineering programs and the students are already ready to follow the engineering science courses thanks to their high school background, unfortunately in some universities (in Turkey in all) science courses part of engineering curricula is filled by physics and chemistry courses with the same content of the ones taught in high school.
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Wirth, Alex, and Boris Aberšek. "DISCIPLINE IN SCHOOLS: SOME ACTUAL ISSUES." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.138.
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Discipline in class is essential. Without it the educational processes and teachings are difficult. In this manner curricula goals are almost impossible to achieve. There are and there always will be some kind of conflicts between teachers and students, but they should not evolve to become a problem. Teachers (especially elderly teachers) often express pessimism of contemporary students. They say that today's students have less knowledge, they do misbehave more often than previous generations. A study among students was conducted. It was trying to determine the rate of discipline in schools in Celje to see if these statements are true. The questionnaire to students of one primary and one high school in Celje, Slovenia were distributed. The answers from 234 students were received. On the one hand, it was found out that senior high school students have the worst level of discipline of all the grades tested. They themselves assess their class atmosphere as less disciplined. They report that teachers use a lot of time to calm the class down. All this is probably a factor in lower average grade that the senior high school students have. On the other hand, it was found out that teachers do not react to the disturbance or they are trying to be repressive. These are not the correct ways of dealing with discipline issues. Therefore, there are some recommended ways how teachers should react. Keywords: discipline in class, primary school, contemporary student, elderly teachers.
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Kazeni, Monde, and Nosipho Mkhwanazi. "LIFE SCIENCES TEACHERS’ UNDERSTANDING, PERCEPTIONS AND ADOPTION OF INQUIRY-BASED SCIENCE EDUCATION IN SELECTED SOUTH AFRICAN HIGH SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end006.
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In recent years, Inquiry-Based Science Education (IBSE) has emerged as one of the most effective and beneficial science teaching practices for developing science concepts in learners and for motivating them in the study of science subjects. IBSE is a pedagogical practice that allows learners to develop key scientific ideas and to understand the natural world, using skills employed by scientists. Like most science school curricula around the world, the South African life sciences national curriculum (referred to as Curriculum and Assessment Policy Statement - CAPS), advocates for the adoption of IBSE. Despite the growing consensus about the cognitive and motivational benefits of IBSE, this pedagogical approach is seldom implemented by life science teachers, due to various factors. This qualitative research, involving a case study, explored the knowledge, perceptions, and adoption of IBSE by four life sciences high school teachers, conveniently selected from public schools around Johannesburg, in South Africa. Data were collected using semi-structured interviews, and the findings show that participating teachers have substantial knowledge and positive perceptions of IBSE. However, they are less inclined to adopting IBSE in their life science classrooms due to inhibiting factors. We recommend the training of life sciences teachers in effective way of abating the constraints of implementing IBSE effectively.
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Manh Tran, Thang, and Dorian Stoilescu. "An Analysis of the Content, Policies and Assessment of ICT Curricula in the Final Years of Secondary Schooling in Australia and Vietnam: A Comparative Educational Study." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3460.
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[This paper is published in the Journal of Information Technology Education: Research, Volume 15.] This paper explores and analyses similarities and differences in ICT curricula, policies, and assessment between the Vietnamese and Australian educational systems for the final years of secondary educational level. It was found that while having a common core set of tendencies, the Australian ICT curricula, policies, and assessments differ markedly from the Vietnamese counterparts. These differences can be explained by economic and cultural factors, national-wide educational trends, ICT strategies, and their degrees of implementation in schools. We found that limited constructivist implementations are used in ICT curricula in both countries, as Australian education has high expectations in national evaluations with an emphasis on standardized tests and Vietnamese education is still entrapped in prescriptive lessons of traditional pedagogy, emphasizing transmission model of information. We found that lack of opportunities in teacher professional development in ICT training is common for both countries. While the Australian educational system still struggles, especially in providing opportunities for learning theoretical and programming aspects, multiple challenging aspects were found in the ICT content and policies of the Vietnamese educational system that call for immediate change and improvement. In this sense, Vietnamese administrators are recommended to extensively follow up their educational strategies and policies, in order to make sure that their reforms are adequately implemented in schools. In order to bridge the gap and implement adequate ICT curricula, rigorous professional training in ICT teaching is essential for both Australian and Vietnamese teachers.
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Li, Wen, Joshua Kim, Drew Kim, Adam Alster, Marianne Livezey, and Tuyen Duddles. "Development of a Multidisciplinary Engineering Research Program for Middle/High School Teachers." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-86411.
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Science, technology, engineering, and mathematics (STEM) education in K-12 schools is critical to inspire young students and prepare them for future college coursework and careers in science and engineering. An effective mechanism for creating and sustaining successful STEM education is to train well-qualified K-12 teachers with a positive attitude and deep knowledge skills in STEM fields. Supported by the National Science Foundation’s Research Experience for Teachers program (NSF RET), the RET Site at Michigan State University (MSU) aims to build a multidisciplinary engineering research program for middle and high school teachers and their students, within a coherent theme of “Smart Sensors and Sensing Systems”. This paper presents an introduction to the MSU’s Site program and highlights the learning outcomes and achievements of the RET participants. The MSU Site has four main components including authentic research experience for teachers during an intensive summer program; curriculum development by integrating engineering design units into teachers’ courses; professional skill development through seminars, facility tours, and field trips; and finally classroom implementation of the developed curricula. Throughout the 6-week summer program, teacher participants were given the opportunity to work closely with graduate students and engineering professors on current research projects in university laboratories. The teachers’ research activities culminated with a final poster report and oral presentation during a symposium at the end of the summer program. Follow-up classroom visits helped to build a strong connection between local middle/high schools and MSU to smooth students’ transitions to college. Since 2016, the Site has graduated 21 middle and high school teachers from the greater Lansing-Detroit area that serve large populations of minority and female students. These RET teachers have produced over 24 sets of curriculum plans and classroom activities, 3 sets of which have been published by an online digital library, TeachEngineering.org (TE), and 8 sets of which have been accepted by TE. Finally, from the findings of the RET Site, the paper discusses best practices and recommendations for incorporating teachers into a university laboratory setting.
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Kershaw, Trina C., Carolyn Conner Seepersad, Katja Hölttä-Otto, Paul T. Williams, Adam P. Young, Sankha Bhowmick, and Molly A. McCarthy. "The Effects of the Undergraduate Curriculum and Individual Differences on Student Innovation Capabilities." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-35540.
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Innovation is considered a key to competitiveness of the nation. In order to ensure that graduating students are equipped with innovation skills to meet this challenge, we must ensure that engineering curricula are enhancing students’ innovation capabilities. In this paper we investigate if the undergraduate engineering curriculum can have a significant positive effect on students’ innovation capabilities. In addition, we investigate if individual difference factors, such as engineering design self-efficacy and self-reported GPA, can be correlated with innovation capabilities. To test this, we assessed students’ solutions to specific open ended problems for their level of innovation, or more specifically, originality and technical feasibility. The experiments were replicated at two universities and with a variety of cohorts, including freshman students before and after an introductory engineering course and senior mechanical engineering students before and after a capstone course. We found that that students’ innovation capabilities were enhanced by the senior-level capstone course at both universities. Similar positive results can be found for the overall four year curriculum at both schools. While individual differences in academic performance and engineering design self-efficacy did not predict seniors’ performance, these individual difference factors did interact to influence originality in the freshmen students. At high levels of GPA, increased self-efficacy led to increased originality, but at low levels of GPA, increased self-efficacy led to lower originality scores. Results are discussed in relation to prior research and suggestions are made to track freshmen students to better train future engineers.
Reports on the topic "High schools – Curricula – Singapore"
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.
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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.